| 图式理论与阅读个性化研究 |
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| 引用本文： | 蔡忠平.图式理论与阅读个性化研究[J].河北师范大学学报(教育科学版),2003,5(3):59-62. |
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| 作者姓名： | 蔡忠平 |
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| 作者单位： | 上海师范大学,教育科学学院,上海,200234 |
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| 摘 要： | 传统的阅读教学采用“自下而上”的单一教学模式,极大程度地扼杀了学生阅读能力的提高与阅读个性的发展。鲁梅尔哈特图式理论的提出,不仅吻合阅读理解的本质特征,而且有利于激发学生的阅读兴趣,培养学生的阅读个性。提倡阅读个性,激活阅读图式,首先必须运用多种模式,优化教学质量;其次要充分发挥学生主见,激发阅读兴趣;另外要重视反复阅读,丰富阅读图式。
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| 关 键 词： | 图式理论 语言图式 内容图式 阅读个性 |
| 文章编号： | 1009-413X(2003)03-0059-04 |
| 修稿时间： | 2002年9月27日 |
On schematic theory and the reading individuality |
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| CAI Zhong-ping.On schematic theory and the reading individuality[J].Journal of Hebei Normal University,2003,5(3):59-62. |
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| Authors: | CAI Zhong-ping |
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| Abstract: | In relation to the teaching of reading, the traditional mode adopted has been the pyramid model, which has strangled students' reading competence, together with their reading individuality. On the contrary, D. E. Rumelhart's schematic theory is not only in agreement with the intrinsic characteristics of reading comprehension, but it is likely to kindle the students' enthusiasm in reading and foster their reading character. To advocate the reading character and reading schemata, we should use diversified modes in order to improve teaching quality. Moreover, we should bring the students reading potentiality into full play. Finally we should pay a great attention to repeated reading to enrich students' reading schemata. |
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| Keywords: | schematic theory formal schemata content schemata reading character |
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